Beyond Grey Pinstripes - Sustainability Exchange

A Publication of the World Resources Ins titu te and the Aspen Initiative for Social Innovation through Business
PR E PA R I N G M B A S F O R S O C I A L A N D E N V I R O N M E NTA L ST E WA R D S H IP
Beyond Grey Pinstripes
2001
Beyond Grey Pinstripes
2001
WORLD RESOURCES INSTITUTE
SUSTAINABLE ENTERPRISE PROGRAM
Shehnaz Atcha
Richard Bunch
Jennifer Layke
THE ASPEN INSTITUTE
I N I T I AT I V E F O R
S O C I A L I N N OVAT I O N
T H RO U G H BU S I N E S S
Mary Gentile
Nancy McGaw
Judith Samuelson
Dear Readers:
Business school is big business. Every year, thousands of MBA graduates are dispatched to
management positions in companies around the world. And every year, the status and reputation
of the industry’s institutions are greatly influenced by rankings published in the media. Yet business
school rankings, with their narrow emphasis on incoming achievement scores and outgoing
starting salaries, only tell a small part of the story. They certainly do not tell us if graduates are
being trained to manage the complex, increasingly interdependent social and environmental
challenges present in a global economy.
Do tomorrow’s business leaders have yesterday’s skills?
This question kept surfacing as we tracked the responses of business schools to our Beyond Grey
Pinstripes 2001 survey. Since the first Pinstripes survey in 1998, comments from focus groups and
findings from our survey research suggest a disconnect between the skills businesses say they need
and the skills taught in business schools. In view of this disconnect, it is important to question whether
graduate business schools are adequately preparing the business leaders of tomorrow.
Beyond Grey Pinstripes 2001 fills the gap left by rankings and reconnects the skills businesses need
and the training business schools provide. The report spotlights schools and faculty at the forefront
of incorporating social and environmental stewardship issues into the fabric of their MBA programs.
At the time we were conducting this survey, there was some concern that social and environmental
stewardship would slip down the list of priorities in times of economic downturn. We posed the
question again as we went to press in the aftermath of the attacks on the World Trade Center and
the Pentagon. The business leaders who participated in our roundtable discussion, Beyond Rankings:
A Vision for MBA Education, affirm that stewardship issues are so integral to long-term viability that
corporations cannot ignore them and expect to remain competitive.
We share that conviction, along with a firm belief that the need for visionary business leaders is
only growing. Prospects for achieving long-term business viability are directly linked to the training
future business leaders receive in MBA programs.
Jonathan Lash
Judith Samuelson
President, World Resources Institute
Executive Director, Aspen ISIB
B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Contents
4
An Introduction to Beyond Grey Pinstripes
Corporate perspectives on the stewardship challenge and its
implications for graduate business education
Beyond Rankings: A Vision for MBA Education
Corporate perspectives on the stewardship challenge and its
implications for graduate business education
Management for Sustainability
A look at how some schools are making sustainability a focal point
in graduate business education
9
12
Leading MBA Programs
A list of top schools incorporating environmental and social
impact management
Social Impact Management
14
A summary of how schools are incorporating social topics into
MBA programs
Environmental Management
A summary of how schools are incorporating environmental topics
into MBA programs
17
20
International MBA Programs
Highlights of innovative programs and centers around the world
implications for graduate business education
A View from the Inside
A look at how well students and faculty survey respondents think business
schools are incorporating environmental and social impact management
Faculty Pioneer Award Winners
Faculty members who are inspiring the next generation of managers
through innovative teaching and research
Participating Schools
Faculty members who are inspiring the next generation of managers
through innovative teaching and research
Acknowledgments
6
22
23
27
28
WWW.BEYONDGREYPINSTRIPES.ORG
Beyond Grey
Pinstripes
WHAT IS
SUSTAINABILITY?
B
usiness schools provide the foundation for the analytical skills, strategies, and decision-making
frameworks required of future business leaders worldwide. In the United States alone,
For purposes of this report, sustain-
100,000 MBA degrees, 200,000 undergraduate business degrees, and 1,000 doctoral business degrees
ability refers to the integration of
are awarded every year.1 These numbers point to a need to understand what is happening inside
social and environmental factors with
business education and to measure how business schools are introducing the concepts of sustain-
economic considerations— a synthesis
ability and social and environmental stewardship to business students. If these concepts are not fully
often referred to as the “triple bottom
integrated into the business school experience, thousands of future business leaders will join the
line.” Sustainable management requires
workforce without a broad understanding of the complex relationship between business success and
a strategic timeline of years rather than
social and environmental progress.
quarters and a commitment from
managers to conduct their businesses in
So what is happening in business schools in these arenas and, in
ways that protect the environment and
particular, in the MBA programs that produce graduates who
promote social equity as well as create
take up positions of responsibility in diverse corporations? To
economic wealth. Stewardship, then,
find out, leading graduate business schools around the world
refers to the range of actions managers
were asked to participate in the Beyond Grey Pinstripes 2001
can take to assure that environmental
survey. This is the third in a series of surveys, conducted by The
and social factors are being responsibly
Aspen Institute Initiative for Social Innovation through Business
addressed in business decisions.
(Aspen ISIB) and World Resources Institute (WRI), tracking the
incorporation of environmental and social impact issues into MBA
programs. Undergraduate, doctoral, and executive education
programs are not included in the scope of this report.
Beyond Grey Pinstripes 2001 covers the 1999 – 2000 and
2000 – 2001 academic years and has multiple goals:
• to celebrate innovation in business education and recognize
faculty pioneers
• to inform potential students about environmental and social
impact management programs
• to raise the bar by challenging business schools to incorporate
social and environmental impact management topics into
their curricula
• to let corporate recruiters know which business schools are
providing training in social and environmental skills and why
these skills are important
4 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
PROGRAMS
INCORPORATING
MANAGEMENT
FOR SUSTAINABILITY
University of North Carolina at
Chapel Hill, Kenan-Flagler
Business School (USA)
York University, Schulich
School of Business (Canada)
Asian Institute of
Management (Philippines)
LEADING MBA PROGRAMS INCORPORATING
ENVIRONMENTAL AND SOCIAL IMPACT MANAGEMENT*
TO P S O C I A L I M PA C T
M A N A G E M E N T P RO G R A M S
• Harvard University, Harvard
Business School (USA)
• Loyola Marymount University,
College of Business
Administration (USA)
2001 FACULTY PIONEER AWARD WINNERS
TOP ENVIRONMENTAL
MANAGEMENT PROGRAMS
Arthur P. Brief
A. B. Freeman School of Business
Tulane University
• The George Washington University,
School of Business and Public
Management (USA)
• York University, Schulich School
of Business (Canada)
• Yale University, Yale School of
Management (USA)
Marilyn L. Taylor
The Darden School
University of Virginia
Henry W. Bloch School of Business
and Public Administration
University of Missouri-Kansas City
R. Bruce Hutton
Daniels College of Business
University of Denver
• University of Michigan, University • University of Michigan, University
of Michigan Business School
of Michigan Business School
(USA)
(USA)
• University of North Carolina at
Chapel Hill, Kenan-Flagler
Business School (USA)
Leonard N. Stern School
of Business
New York University
R. Edward Freeman
• University of Jyväskylä, School of
Business and Economics (Finland)
• University of North Carolina at
Chapel Hill, Kenan-Flagler
Business School (USA)
Andrew King
integration sends the erroneous message that stewardship, while
important in the realm of community relations, has no role to play
in strategic business decision making.
* Schools are listed in alphabetical order.
In October 2000, the Pinstripes survey was mailed to the 403
Another finding from the survey is that progress in the steward-
graduate business schools in the United States accredited by The
ship arena tends to be the result of dedicated individual effort
International Association for Management Education (AACSB).
rather than the outgrowth of resolute institutional commitment.
In addition, an open invitation to participate in the survey was
Though the contributions of these individual “champions” are
extended to more than 60 business schools located outside the
unquestionably valuable, the fact remains that unless environ-
United States. Of the 122 business schools that responded,
mental and social impact training is integrated into the core
82 schools —58 from the United States and 24 from Asia, Europe,
curriculum, the majority of future business leaders will be denied
and the Americas—reported activities and completed the survey.
the tools they need to consider and react to the full range of issues
Their responses form the basis of this report.
affecting their companies.
Many of the schools participating in the survey described a wide
Opportunities for acquiring environmental and social impact
range of innovative environmental and social course work and
skills are increasing due to the influence of the global economy
extra-curricular activities. Some have been particularly adept at
and of the internationalization of business education, both of
introducing frameworks that integrate environmental and social
which hold great promise for a more diverse, integrative educa-
issues into the MBA experience. For example, the University
tional experience. Business schools are adding international
of North Carolina, the Asian Institute of Management, and
content to the curricula and forming partnerships with schools
York University are training students to tackle sustainability
around the world to prepare their students to work across
challenges through “triple bottom line” analysis. Several U.S.
cultural barriers, operate within different political systems, and
schools are actively working to fill newly created academic chairs
cope with daunting natural resource limitations.
2
in social entrepreneurship and sustainability. Others are building
up existing programs through increased administrative support
With social and environmental issues front and center in the
to enable the development of research centers and curricula.
global economy, these issues inevitably will assume a more
central role in business education. By showcasing innovative
Though these trends are encouraging, there nonetheless
programs, courses, and faculty, Beyond Grey Pinstripes 2001
remains very little being done to integrate a broad vision of social
helps to accelerate the process.
or environmental stewardship into required MBA course work or
to explore these dynamics through rigorous research. The issues
tend to be captured in elective courses, or in volunteer and
philanthropic activities, rather than in central business disciplines such as accounting, marketing, and finance. This lack of
FOOTNOTES
1
Degrees and Other Awards Conferred by
Institutions of Higher Education:
1997-98,National Center for Education
Statistics, U.S. Department of Education
2
For further information about our methodology and a description of all participating
schools visit our web site at
www.beyondgreypinstripes.org.
WWW. B E YO N D G R E Y P IN STRI PES.ORG 5
Beyond Rankings:
A Vision for MBA Education
i
n March 2001, Aspen ISIB and WRI invited executives from
a broad cross-section of American industry to share their
observations on the skills today’s corporations seek in employees, the importance of stewardship skills
in hiring decisions, and the resultant impact on MBA education. The executives were emphatic that
their companies want managers with a broad range of stewardship skills in addition to high-level
technical competencies.
Yet many MBA programs do not prepare graduates to manage
complex environmental and societal issues, and most businesses
do not actively recruit for stewardship skills. Clearly, a double
disconnect is at play—a disconnect between the skills businesses
say they need, the skills MBAs are being taught, and the
skills businesses look for in campus recruiting efforts. This
disconnect became the focus of Beyond Rankings: A Vision for
MBA Education, a roundtable discussion that took place at The
Ford Foundation.
Complexity and timing were quickly identified as leading
“disconnect” culprits. Something as basic as defining a skill set
that encompasses diversity, team dynamics, cultural sensitivity,
and social and environmental awareness generated much discussion. “We’ve literally spent days trying to define sustainability,”
remarked a panelist in describing her company’s efforts to
develop a workable policy.
“ A broad foundation in the humanities is one of the most important
tools a business manager can possess. It’s not about environmental
responsibility or about social responsibility. It’s about who we are
and why we are here.
”
6 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
“ Until stewardship skills are seen as central to growth, they will
not be fully valued by the marketplace. None of this can be
separated from economic interest. Sustainability is a hard sell
in the short run but an easy sell over the long haul…everybody
”
wants to be around in 25 years.
Timing also came under scrutiny, as it being “too early in the
Few MBAs are being trained to think about such things and few
game” to expect companies to recruit for stewardship skills
have the skills to successfully tackle these issues. But if steward-
when they are still wrestling with the issues. Furthermore,
ship is good for business, and stewardship skills have economic
since recruiters have a tendency to view stewardship as a trait
value, then what gives rise to this gap between demand and
developed on the job over time, such skills are not looked for
supply? The panelists pointed to a lack of real-world casework
in newly hired MBAs.
incorporating environmental and social impact issues in MBA
programs and wondered if professors are truly aware of what
Complexity and timing notwithstanding, as our panelists began
CEOs and boards must contend with, or if they have the tools and
relating their experiences, it became apparent that the global
the knowledge to teach the skills businesses say they need.
marketplace was dictating a need for stewardship skills: Centers
of commerce are more differentiated; distinctions between
The discussion ended with a list of recommendations (found on
private and public leadership have blurred; and business is being
the following page) to make MBA education more relevant to
pressured to solve complex social and environmental problems in
business realities. Several of the cutting-edge business schools
countries around the world.
highlighted in this survey already practice many of the panel’s
recommendations. These business schools are harbingers of a
Companies face a multiplicity of challenges in evaluating the
growing— albeit still nascent— trend to incorporate stewardship
long-term impacts of their business decisions in this environment.
training into management education.
They need managers with an ability to understand diverse
cultural, social, and political systems; to cope with vastly different
infrastructure and resource issues; and to work with organizations
such as the UN, the World Bank, and NGOs that provide significant funding for projects in developing countries.
WWW. B E YO N D G R E Y P IN STRI PES.ORG 7
RECOMMENDATIONS FOR MBA PROGRAMS
• Develop business school cases with measurable examples of
success through sustainability
• Look to international development banks and financial
institutions for globalization programs, seminars, cases, and
course content
• Accelerate integration of stewardship training into the core
curriculum through modules within required courses
PANEL PARTICIPANTS
Corinne Berezuk
• Bring consumer activists, institutional shareholders, socially
VP, Emerging Markets
responsible investors, and industry and NGO representatives
C I T I G RO U P
into the classroom to work on projects with MBA teams
G. William Dauphinais
Global Leader, Marketing,
Branding and Communications
• Provide role-playing opportunities and consulting experiences
that require students to make decisions in scenarios where
the population is impoverished, the government is corrupt,
and there is no electricity or clean water
• Help students learn how to manage human and environmental disasters
P R I C E WAT E R H O U S E C O O P E R S
Debra L. Dunn
VP, Strategy & Corporate
Operations
H E W L E T T- PA C K A R D C O M PA N Y
Jane M. Hutterly
SVP, Worldwide Corporate Affairs
S.C. JOHNSON & SON, INC.
Lauren Iannarone
• Conduct research on different cultures and customs
Director, Social Responsibility
E N RO N C O R P.
Gary E. Jusela
VP & Chief Learning Officer
LUCENT TECHNOLOGIES INC.
Kenneth L. Kring
Partner
HEIDRICK & STRUGGLES
8 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Management for
Sustainability
t
he conviction that social, environmental,
and economic factors are strategically
integrated into a well-managed organization was the impetus behind the collaboration of WRI and
Aspen ISIB on the 1999 Beyond Grey Pinstripes study. Beyond Grey Pinstripes 2001, however, is
the first attempt to survey how environmental and social issues intersect and merge with one
another and with traditional management concepts in the business curriculum.
There is a growing commitment to sustainability issues in
business schools worldwide. The 1999 Beyond Grey Pinstripes
survey identified significant social and environmental content in
MBA programs but found few attempts to address those subjects
in an integrated and comprehensive manner.
What a difference two years can make. Since the 1999 survey was
published, numerous schools have made program commitments
explicitly labeled “sustainable,” and many have launched efforts
consistent with a triple-bottom-line framework.
Since 1999, The University of Michigan, Cornell University,
Northwestern, MIT, and the University of California, among
others, have posted endowed professorships and other faculty
positions in sustainable enterprise and sustainable management.
“ Business schools provide the foundation for the analytical skills, strategies,
and decision-making frameworks required of future business leaders
worldwide. There is a need to understand what is happening inside business
education and to measure how business schools are introducing the
concepts of sustainability and social and environmental stewardship
to business students.
”
WWW. B E YO N D G R E Y P IN STRI PES.ORG 9
In 2000, Canada’s York University launched a Sustainable
Enterprise Academy executive program with five corporate
Kenan-Flagler Business School,
University of North Carolina at Chapel Hill
sponsors and 42 students. The same year, Case Western Reserve
University began its executive program, the Weatherhead
Kenan-Flagler Business School (Kenan-Flagler) launched its
Institute for Sustainable Enterprise; sustainable business research
Sustainable Enterprise Initiative (SEI) in 1998 as the center-
initiatives were also launched at the University of Virginia and the
piece of a coordinated sustainability effort involving teaching,
University of North Carolina at Chapel Hill.
research, and practice. SEI’s mission is twofold: to understand
and articulate how the challenges of global sustainability change
Regardless of how they define sustainability, business schools are
the competitive landscape for enterprises, and to prepare gradu-
making significant commitments of resources, faculty, and
ates and executives to lead the required transformational
curriculum to address these issues. Beyond Grey Pinstripes 2001
change. Sustainable enterprise is integrated into the Kenan-
spotlights three schools that are global leaders in integrating
Flagler curriculum as an MBA core module, a second-year
sustainability issues into management education programs:
elective, and an elective concentration. This approach has
Kenan-Flagler Business School, University of North Carolina at
proven to be very popular: in the spring of 2001, more than 160
Chapel Hill; Schulich School of Business, York University,
of the 240 second-year MBA students were enrolled in sustain-
Toronto, Canada; and the Asian Institute of Management, Manila,
able enterprise electives.
The Philippines.
Why these three schools? While several schools show great depth
Schulich School of Business,
York University, Toronto, Canada
in both social and environmental issues, these three demonstrate
exceptional dedication and innovation by offering deep, well-
Schulich has a global perspective on environmental issues and
balanced programs that have synthesized the issues into
views universal human values as central to business success.
traditional management curriculum, academic research, and
Sustainability concepts infuse all Schulich programs, beginning
outreach agendas. In addition, since the schools are located in
with core management courses and continuing through dedicated
countries with different models of sustainable management, they
elective courses offered by Schulich, Osgoode Hall Law School,
illustrate how sustainability varies across different social, environ-
and the Faculty of Environmental Studies. Student clubs and
mental, economic, and political contexts.
corporate-sponsored sustainability case competitions extend
student experience in the field. Lifelong learning is addressed
through Schulich’s Sustainable Enterprise Academy, a center
dedicated to transforming the thinking of senior executives through
education. Research and teaching at Schulich benefit from a close
relationship between its ethics and sustainability programs.
10 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Asian Institute of Management,
Manila, The Philippines
The commitment of the Asian Institute of Management (AIM)
to sustainability is clearly expressed in its mission statement: “We
are committed toward making a difference in sustaining the
growth of Asian societies by developing professional, entrepreneurial, and socially responsible leaders and managers.” The
booming yet fragile economies of Asia need managers in the
business, government, and NGO sectors who understand that
corporate social responsibility and environmental consciousness
constitute good management. This philosophy is reflected in
the unusual breadth of AIM’s program offerings, from a master’s
in business management to a master’s in development management, and in its research centers, which include the W. SyCip
Policy Center, the Asian Center for Entrepreneurship, and
the Ramon V. del Rosario, Sr. AIM Center for Corporate
Responsibility. In developing its academic programs, AIM
actively engages an extensive network of stakeholders, alumni,
corporate partners and social investors. Also, it reinforces its
focus on sustainability through cases, action consultancies, field
projects, and management games and simulations.
“ Beyond Grey Pinstripes 2001, is the first attempt to survey
how environmental and social issues intersect and merge
with one another and with traditional management concepts
in the business curriculum.
”
WWW. B E YO N D G R E Y P IN STRI PES.ORG 11
Leading MBA Programs
L
eading MBA Programs
Incorporating Social Impact Management
Student Coursework
Institutional Support Faculty Research
Programs at the Cutting Edge
(50 percent of total score)
(30 percent of total score)
(20 percent of total score)
Harvard University, Harvard Business School (USA)
★★★★
★★★★
★★★
Loyola Marymount University, College of Business Administration (USA)
★★★★
★★★
★★★
University of Michigan, University of Michigan Business School (USA)
★★★★
★★★★★
★★★★
University of North Carolina at Chapel Hill, Kenan-Flagler Business School (USA)
★★★★
★★★★★
★★★★
York University, Schulich School of Business (Canada)
★★★★★
★★★★★
★★★
University of California, Berkeley, Haas School of Business (USA)
★★★
★★★
★★
University of California, Los Angeles, The Anderson School (USA)
★★★
★★★
★★
Case Western Reserve University, Weatherhead School of Management (USA)
★★★★
★★
★★★★
The George Washington University,
School of Business and Public Management (USA)
★★★★
★★★
★★
Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM),
Escuela de Graduados en Administración de Empresas, (Mexico)
★★★★
★
★★
University of New Mexico, Robert O. Anderson Schools of Management (USA)
★★★★
★
★★★
University of Pennsylvania, The Wharton School (USA)
★
★★★★
★★★★★
University of Pittsburgh, Katz Graduate School of Business (USA)
★★★
★
★★★★★
Stanford University, Stanford Graduate School of Business (USA)
★★★★
★★★★
★
Wake Forest University, Babcock Graduate School of Management (USA)
★★★★
★★★
★
Yale University, Yale School of Management (USA)
★★★★
★★★★
★
Programs Showing Significant Activities
12 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Leading MBA Programs
Incorporating Environmental Management
Student Coursework
Institutional Support Faculty Research
Programs at the Cutting Edge
(50 percent of total score)
(30 percent of total score)
(20 percent of total score)
The George Washington University,
School of Business and Public Management (USA)
★★★★
★★★★
★★★
University of Jyväskylä, School of Business and Economics (Finland)
★★★★★
★★
★★★★★
University of Michigan, University of Michigan Business School (USA)
★★★★
★★★★★
★
University of North Carolina at Chapel Hill, Kenan-Flagler Business School (USA)
★★★★
★★★★
★★★★★
Yale University, Yale School of Management (USA)
★★★★
★★★★
★★★★
University of California, Berkeley, Haas School of Business (USA)
★★★
★★★
★★★
University of California, Los Angeles, The Anderson School (USA)
★★★
★★★
★
Harvard University, Harvard Business School (USA)
★★
★★★★
★★★
Hong Kong Polytechnic University,
School of Business and Information Systems (China)
★★★
★★★
★★
Illinois Institute of Technology, Stuart Graduate School of Business (USA)
★★★★
★★
★
Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM),
Escuela de Graduados en Administración de Empresas, (Mexico)
★★★
★★
★★★
University of Pennsylvania, The Wharton School (USA)
★★
★★★★
★★
Rensselaer Polytechnic Institute,
Lally School of Management and Technology (USA)
★★★★
★★★
Vanderbilt University, Owen Graduate School of Management (USA)
★★★
★★
★★
York University, Schulich School of Business (Canada)
★★★
★★★
★★
Programs Showing Significant Activities
NOTE: Schools are listed in alphabetical order.The stars reflect the rating of the school in each category. Each category was weighted
according to the percentages indicated to determine the final rating. Complete details of the survey methodology can be found at
www.beyondgreypinstripes.org.
WWW. B E YO N D G R E Y P IN STRI PES.ORG 13
Social Impact
Management
c
overage of social issues in MBA education was significantly
expanded in the Beyond Grey Pinstripes 2001 survey by tracking
whether and how schools are incorporating social impact management— the field of inquiry
focusing on the complex interdependence between business needs and societal concerns—into
their MBA courses.
MBA programs are widely recognized for their ability to produce
graduates with the excellent technical and analytical capabilities
held in great demand by employers around the world. But in
today’s business world, managers must be able to complement
technical and analytical capabilities with a broad understanding
of the social context in which business decisions are made.
Consider, for example, the decisions facing global pharmaceutical
companies in the midst of the AIDS pandemic: What pricing
strategies should prevail? How strongly should patents be
defended? Or the decisions faced by managers introducing new
products into emerging markets: what are the cultural impacts of
these products? How should licensing arrangements with multiple government agencies be negotiated?
Beyond Grey Pinstripes 2001 survey focuses on what business
schools are doing to prepare graduates to meet challenges similar
to ones posed in these examples.
Curriculum
Though an increasingly critical factor in business success, social
impact management is relegated to “elective” status in most
MBA programs and only a few of those electives embrace a broad
consideration of social stewardship issues.
For the most part, MBA programs address social issues through
elective courses in ethics, non-profit management, and public
14 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
policy. These disciplines play an important role in building a
Institutional Support
vibrant civil society, but the real innovation in business education
Many business schools support extra-curricular activities that
is found in courses that blend social impact management with
emphasize the interdependence of business and society.
traditional business disciplines such as finance, accounting,
Orientation activities are a case in point. Several years ago, MBA
marketing, and organizational behavior—courses taken by the
programs began adding a community service element to their
majority of MBA students, those who will work for corporations or
orientation programs. This is now a common practice perceived to
for the service firms and banking institutions that advise them.
have a variety of benefits that include a broadening of student
perspectives, team building, reinforcing the value of volun-
Some schools do address critical social issues in their core curricula.
teerism, teaching valuable lessons about leadership in diverse
The intensifying debate on globalization and on the consequences
settings, and showing how non-profit managers accomplish objec-
of growth has spurred an increased interest in international business
tives with very limited resources.
issues and in issues of social equity. Modules on managing in a
global environment, workforce diversity, sustainable business
Some orientation programs are now linking social impact manage-
practices, diverse labor and safety standards, and differential access
ment skills and perspectives to strategic business decisions: the
to capital are all finding their way into required courses.
University of North Carolina collaborates with the Point of View
Theater to provide diversity training; the University of Minnesota
Ethics classes nonetheless remain the predominant vehicle for
runs a simulation exercise for ethics training; several schools,
teaching social stewardship skills in most business schools.
including the University of Texas at Austin, run World Games
While some ethics classes are at the cutting-edge in addressing
workshops to raise international business issues.
emerging business issues — Loyola University-Chicago’s
Ethics in Technology, Stanford’s Ethical Issues in the Biotech
Some schools—either independently or in partnership with corpo-
Industry, the University of Michigan’s E-Commerce Law and
rate sponsors—use competitions to illustrate practical applications
Ethics — as long as social stewardship issues are consigned to
of social impact management: Ashridge in the United Kingdom
ethics classes, there is the danger that students will experience
invites students to submit essays on the changing role of business
these issues as distinct and separate from the core business
in society; York University hosts a case competition on business
decision-making process.
and sustainability; the University of California, Berkeley hosts the
Haas Social Venture Competition; Loyola Marymount runs a
contest for the best web design featuring an ethical dilemma.
WWW. B E YO N D G R E Y P IN STRI PES.ORG 15
NEW RESEARCH & TEACHING CENTERS
• The Kellogg Graduate School of Management at Northwestern University
established the Ford Motor Company Center for Global Citizenship
• The Stanford Business School opened the Center for Social Innovation
• The Tuck School at Dartmouth announced an Initiative for Corporate
Global Citizenship
• Case Western launched the Weatherhead Institute on Sustainable Enterprise
• Boston College broadened the focus of its Center for Corporate Community
Relations and renamed it the Center for Corporate Citizenship
Perhaps the most significant evidence of institutional support for
Research
social impact management lies in the number of schools that have
The extensive literature review undertaken as part of the Beyond
launched or expanded centers dedicated to sustainable enterprise
Grey Pinstripes 2001 survey identified nearly 500 articles on social
and corporate social responsibility since the last Pinstripes survey
impact management topics written during the years 1998–2000;
was conducted in 1999. These centers seed research, attract
by comparison, less than 125 articles were identified in the
faculty committed to the issues, and provide opportunities to
somewhat more limited review conducted for the 1999 survey.
connect with corporate executives and community leaders.
Though the volume of faculty research appears to be on the rise,
Along with the increase in the number of research and teaching
there continues to be a concentration of research on business ethics
centers, there has also been an increase in the number of informal
and a significant shortfall in research that explores emerging social
faculty networks dedicated to social impact issues. These faculty
impact management strategies and issues and the relationship
groups—which operate either within a given school or across
between business success and responsible business practice.
schools within the same university—are an important indication
of whether social and environmental stewardship will achieve the
status necessary to attract leading faculty talent. It is rare that a
faculty member acting alone can create momentum in the social
Conclusion
impact field, but faculty networks have the critical mass needed
By recognizing five schools at the cutting-edge of incorporating
to tip the scales in favor of high-quality research and teaching.
social impact management into their MBA programs, Beyond
Grey Pinstripes 2001 celebrates different approaches to incor-
Far too many schools still define institutional support for social
porating social stewardship into the MBA experience. Despite
stewardship in terms of philanthropic and community service
differences in approach, the schools are united in a common
activities undertaken by students or by the number of representa-
commitment to educate their students about the social impacts of
tives of non-profit organizations invited to speak on campus—a
business. At schools such as these, students, faculty, alumni,
belief shared by many businesses as well. While such activities
donors, and the corporate community all recognize that
underscore the importance of philanthropy and volunteerism,
something exceptional is taking place.
they tend to reinforce the notion that corporations can meet
their social responsibilities through activities that are ancillary to
their core business practices.
16 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Environmental
Management
e
nvironmental issues are moving to the forefront of the
worldwide corporate agenda. Business has begun to shift
away from an adversarial stance toward a more proactive environmental strategy, both as a hedge
against future costs and as a means of creating competitive advantage.
Many corporations now report on their stewardship activities in
annual environmental or sustainability reports. Many are also
actively integrating environmental stewardship into core business
strategies. Building-supply companies such as Lowe’s and Home
Depot compete for the market in sustainably harvested wood
products. The cement industry is working with the World
Business Council for Sustainable Development to develop more
sustainable industry practices. Alcoa Inc., an “old economy”
manufacturing firm, has voluntarily set goals to reduce its solid,
air, and liquid wastes by more than 50 percent over the next 10
years and is linking performance metrics and manager compensation to environmental performance.
Just as cutting-edge businesses are developing proactive strategies to address environmental issues, the leading MBA
programs are incorporating environmental strategy into their
curricula and expanding their institutional support for research
to train the next generation of environmental managers.
However, the programs and innovations highlighted in this
report represent a very small segment of the MBA universe;
environmental issues are still poorly integrated into the great
majority of MBA programs. Nonetheless, overall attention to
environmental issues is clearly growing and schools are experimenting with a wide variety of approaches.
WWW. B E YO N D G R E Y P IN STRI PES.ORG 17
Joint Degrees and Concentrations
Environmental management training follows one of two main
models, the joint degree and the concentration. Joint degree
programs include the Yale School of Management dual-degree
program with the Yale School of Forestry and Environmental
Studies. The University of Michigan also offers a joint MBA/MSc
through the Corporate Environmental Management Program
(CEMP). These programs usually span three years, with students
meeting the requirements for an MBA and another master’s
degree, such as a MSc in environmental science or MA in
environmental policy.
Curriculum
Concentrations are completed within a two-year MBA program.
There has only been a modest increase in the number of schools
The design of environmental management concentrations varies
providing formal environmental management specializations since
according to business school, but most programs include course
the 1999 Pinstripes survey. However, many of the top business
work in science, technology, policy, or law, which traditionally fall
schools have broadened the scope of their environmental manage-
outside the business school curriculum. Concentrations tend to
ment training and are exploring attendant issues in greater depth.
focus on a broad introduction to the issues and tools in environmental management, or on technical expertise.
Frameworks for addressing environmental management issues
impact the most students when provided in core coursework.
For example, the University of California provides all interested
Twenty-nine U.S. schools and eight international schools partici-
MBA students from any of its nine campuses with an overview of
pating in the Beyond Grey Pinstripes 2001 survey report some
environmental management topics and tools through the
environmental content in their required courses, primarily in opera-
Corporate Environmental Management (CEM) concentration.
tions, strategy, finance, economics, and international management
The George Washington University School of Business and
courses. Management education programs in the United States also
Public Management also offers an environmental policy and
reported a 44 percent increase in electives with environmental
management concentration, leveraging the school’s extensive
management content from 1999. Of the 228 electives with
public policy curriculum and location.
environmental content reported by U.S. and international schools,
127 are offered in conjunction with environmental management
Technical training is also available through MBA concentrations.
concentrations or joint degrees. The vast majority of MBA
Both the Illinois Institute of Technology and Rensselaer
students, however, are not enrolled in environmental specializa-
Polytechnic Institute offer programs for managers entering
tions and are therefore rarely exposed to environmental
management issues.
18 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
engineering and technical
• Management Institute for Business and the Environment;
fields, as well as main stream
International Institute for Management Development
MBA students who want training in areas such as material
flow, life-cycle analysis, risk
assessment, and environmental
cost-benefit analysis. Finland’s
University of Jyväskylä has
(IMD), Switzerland
• Environmentally Responsible Manufacturing (ERM @ MSU);
Michigan State University
• Center for Excellence in Manufacturing Management (CEMM);
Ohio State University
• Industrial Environmental Management Center; Yale University
an environmental management concentration that trains
Business schools are also providing environmental management
students with strong natural
students with support on the employment front. Since many
science backgrounds to work with engineers and architects to
private sector firms are uncertain how to identify and/or recruit
develop environmentally sound operation systems and products.
managers with environmental management training, 15 of the
schools participating in the Beyond Grey Pinstripes 2001 survey
sponsor targeted career fairs to help their students find positions
that incorporate environmental skills. The University of North
Institutional Support
Carolina’s career fair, organized by the Kenan-Flagler Sustainable
Much of environmental management research is generated at
Enterprise Initiative, and University of California, Los Angeles’
specialized research centers. These centers, along with insti-
What Are My Options? career fair, are two examples of innovative
tutes of environmental management education, provide an
career placement programs that focus on non-traditional and
administrative and financial structure for faculty and student
environmental employment opportunities.
activities to support the development of research, courses,
speaker series, and conferences. Examples of environmental
management research centers include:
Conclusion
• Center for Environmental Policy and Sustainability Management;
George Washington University, USA
• Centre for Environmental Management Education and
Development (CEMED); Hong Kong Polytechnic, China
• Centre for Corporate Environmental Management; Huddersfield
University, United Kingdom
Leading business school programs, like leading businesses,
are recognizing that environmental strategy is a fundamental
component of successful business practice. The increasing depth
of environmental course work, diversity in approaches, and
development of new research centers suggests that schools sense
an important and growing market for these skills, forecasting
a greater integration of these topics into the management
curriculum in the future.
WWW. B E YO N D G R E Y P IN STRI PES.ORG 19
International MBA
Programs
g
lobalization is blurring national economic borders and forcing companies
to adopt international strategies. Similarly, management education has
become more international, in both content and locale.
To understand the changes taking place in management
education internationally, the Beyond Grey Pinstripes 2001
survey team invited over 60 business schools outside the
United States to participate in the survey. Twenty-four schools
from 17 countries responded.
As a result, Beyond Grey Pinstripes 2001 offers a first glimpse of
the social and environmental stewardship initiatives undertaken
by business schools outside the United States. Future Pinstripes
surveys will include data from a larger sample and will adapt the
survey methodology to better capture the diverse contributions
of international schools.
The 2001 survey results reveal that innovation in management
education—particularly in teaching and research on issues of
social and environmental impact management—is occurring
around the world. The following are examples of innovative
programs and centers at international schools:
• In Costa Rica, the Instituto Centro Americano de Administración
de Empresas (INCAE) launched the Latin American Center for
Competitiveness and Sustainable Development (CLACDS) to
20 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
FINLAND
CA N A DA
UNITED
KINGDOM
SWITZERLAND
FRANCE
S PA I N
USA
S O U T H KO R E A
H O N G KO N G
THAILAND
THE PHILIPPINES
MEXICO
C O S TA R I CA
INDONESIA
COLOMBIA
PERU
BRAZIL
PARAGUAY
help Latin American leaders from the public, private, and civic • The Indonesian Institute for Management and Development
sectors implement sustainable development strategies.
(IPMI) recently launched a Center for Corporate Governance and
Empowerment to facilitate business/community links and encour-
• Finland’s University of Jyväskylä is a leader in integrating
age case writing on corporate social responsibility.
environmental and social management into its curriculum,
research, and other activities. Its Centre for Economic Research • Six Latin American business schools, including EGADE and
is one of Finland’s leading research centers in the field of social
ITESM in Mexico and INCAE in Costa Rica, have joined with
and environmental impact analysis.
Harvard Business School to form a Social Enterprise Knowledge
Network, a first step in linking business schools engaged in social
• The Warwick Business School in the United Kingdom conducts
enterprise research.
research and offers training in social accountability auditing
through its Corporate Citizenship Unit.
• Korea Advanced Institute of Science and Technology (KAIST) offers
a “green” MBA focused on environmental issues and solutions,
• The Centre for Environmental Management Education and
and on negotiation strategies and international treaty arrangements.
Development (CEMED) at the Hong Kong Polytechnic
University facilitates links among business school faculty and • INSEAD’s Center for Management of Environmental Resources
students, non-governmental groups, and corporations.
in France ties together global policy and industrial ecology with
corporate strategy and sustainable operations management.
• The Brazilian School of Public and Business Administration (EBAP)
at the Fundaçao Getulio Vargas established The International
Center for Sustainable Development to “study, reflect upon,
promote, and publicize the concept of sustainable development.”
WWW. B E YO N D G R E Y P IN STRI PES.ORG 21
A View from the Inside
f
or a perspective on the success of business schools in
incorporating social and environmental issues, we
asked business students and faculty interested in these issues to grade business schools. Their
responses are summarized below.
MBA Student Grades*
How encouraged do you feel to raise environmental and/or social issues in the classroom?
Grade**
How often do faculty members raise environmental and/or social topics in core courses?
C+
C
D+
How effective is your school’s career center in assisting you to find an internship and/or job
in a position that includes some component of environmental or social management?
D+
To what extent will your marketability be improved if environmental and/or social management issues are included in your program of study.
B-
How important is the environmental and/or social reputation of a firm you would consider
working for?
B+
How often do you or your peers raise environmental and/or social issues in core courses?
* Surveys were distributed to the members of Net Impact (formerly Students for Responsible Business), a network of emerging business
leaders committed to using the power of business to create a better world. Current MBA students were asked to grade their business
programs based on personal experience; 112 students responded to the survey.
MBA Faculty Grades*
Grade**
How important is it to include social and environmental issues in an MBA program?
A-
Grade the improvements business schools have made in integrating social topics into MBA
programs in the past two years.
C
Grade the improvements business schools have made in integrating environmental topics into
MBA programs in the past two years.
C
What is the level of support you have received from the dean or department administrators
when asking to integrate social and/or environmental materials into courses or teach new
courses with a social/environmental context?
B
What is the effectiveness of your own school in incorporating environmental and social issues
into the MBA program?
C+
* Surveys were sent out to business faculty listed in four databases belonging to social and environmental associations. Current MBA
faculty members were asked to grade their business program based on personal experience; 64 faculty members responded to the survey.
**Grades reflect a range of responses from most positive (A) to most negative (F).
22 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Faculty Pioneer
Award Winners
t
he Faculty Pioneer Awards celebrate the contributions of
exceptional faculty who have demonstrated leadership in
integrating social and environmental impact management into MBA programs and have had an
impact on business education and practice. The commitment of business school faculty is key
to improving the integration of social and environmental topics in graduate business education.
Candidates for the Pioneer Awards are nominated by their peers.
Winners are selected by a panel of judges drawn from the diverse
corporations involved in the Beyond Grey Pinstripes 2001 project.
This year the judges selected winners in five categories:
• Academic Leadership: for substantive contributions to a field of
study focusing on the research record, teaching and mentoring
excellence, and influence on the relevant discipline
• External Impact: for scholarship and effective engagement in
industry, government, or NGO management practices
• Institutional Leadership: for effectiveness in changing academic
organizations: the business school, the university as a whole, or
the academic discipline
• Rising Star: for extraordinary contributions early in an
academic career
• Lifetime Achievement: for impact over the course of an
academic career on a broad range of activities: teaching,
scholarship, mentoring, institutional change, outreach and
service, and impact on business practice
WWW. B E YO N D G R E Y P IN STRI PES.ORG 23
External
Impact
Academic
Leadership
Arthur P. Brief
Marilyn L. Taylor
Lawrence Martin Chair in Business
Professor of Organizational Behavior
Director, William B. and Evelyn Burkenroad Institute for the
Study of Ethics and Leadership in Management
Arvin Gottlieb/Missouri Chair of Strategic Management
Henry W. Bloch School of Business and Public
Administration
UNIVERSITY OF MISSOURI-KANSAS CITY
A. B. FREEMAN SCHOOL OF BUSINESS, TULANE UNIVERSITY
Arthur Brief has been a consistent voice for humane, ethical
Marilyn Taylor’s leadership and willingness to take risks have
organizational management and work design, exercising his
influenced business education locally, regionally, and nationally.
academic leadership through an extensive publishing record and
Taylor’s leadership in the MBA arena stretches over more than
an influential editorial role.
a decade and reflects her underlying philosophy that good
business education necessarily emanates from a continuing
Brief has provided leadership to the Burkenroad Institute for the
partnership between the business and academic communities.
Study of Ethics and Leadership in Management since its inception in 1990, producing award-winning research on the experience
Taylor came to the Bloch School in the mid-90’s and undertook
and meaning of work; on work-related stress; and on ethical
the challenge of the school’s new Executive MBA (EMBA) at a
decision-making in the workplace. His work is characterized by
time when the university was making a strategic commitment
a perceptive understanding of the relationship between organiza-
to local economic issues as an urban-based university.
tional dynamics and individual employee experience and
behavior. He orchestrates the Institute’s annual Symposium on
As initiating director of Kansas City’s Initiative for a Competitive
Business and Society.
Inner City (ICIC-KC) program she oversaw a study of Kansas
City’s urban core, spearheaded the strategic partnership
Arthur Brief has published and edited works in some of the most
between ICIC-KC and the Bloch EMBA in the form of year-
prestigious journals in his field, including the Academy of
long economic development projects, coordinated the summer
Management Journal and the Journal of Applied Psychology. He is
internship program in conjunction with the Kauffman
currently associate editor of the Academy of Management Review.
Entrepreneurship program, and began a series of cases and other
research on urban core businesses. She also facilitated a collabo-
In 1995, he was the Fulbright/FLAD Chair in Market Globalization
ration among five area schools that has assisted more than
and Organizational Behavior at the Institute of Technology in
40 Kansas City businesses and economic development projects,
Lisbon. He is a recipient of the Freeman School’s Harold W.
directing almost two dozen of these projects.
Wissner Award for Outstanding Teaching.
Taylor has been honored by ICIC for her local, regional, and
national efforts and in 1999 was selected by the Kansas City
Business Journal as one of the region’s top educational innovators.
24 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Institutional
Leadership
Rising Star
R. Bruce Hutton
Andrew King
Professor of Marketing
Assistant Professor of Management
& Operations Management
DANIELS COLLEGE OF BUSINESS, UNIVERSITY OF DENVER
LEONARD N. STERN SCHOOL OF BUSINESS, NEW YORK UNIVERSITY
Bruce Hutton is the visionary behind a one-of-a-kind MBA
Andrew King is a leader of the next generation of business and
program at the Daniels College of Business. Daniels is the only
environment scholars. In his 1994 thesis, King, together with his
MBA program in the country that requires 8 credit hours of
advisors John Ehrenfeld and Thomas Allen, developed new
values-based education in a 72-hour degree program. The values
ways to measure, document, and explain why managers might
curriculum consistently receives the highest overall student
miss opportunities to profitably reduce pollution. His research
evaluations, including the highest ratings for contemporary
won the Zannetos Prize and influenced the development of
nature, relevance, and credibility.
the “pays to be green” hypothesis.
In establishing the program, Hutton, serving as dean, led the
After joining New York University, King formed Business and
creative effort that resulted in redesigned incentives and scholar-
Environment at Stern (BES) to coordinate research and teaching
ship metrics to encourage faculty to research and teach social and
at the school. He was awarded research grants from the National
environmental impacts of business decisions. Faculty research
Science Foundation and the Environmental Protection Agency.
support and grants were weighted to encourage interdisciplinary
The BES team is now one of the most productive research
research in areas such as social issues, values, and the environ-
engines in the country.
ment. Courses were redesigned to be interdisciplinary in content
and team taught. Faculty served on cross-functional teams, which
Working with his colleagues, King continues to clarify when and
provided the curricula with input from departments such as
why it pays to be green. Through studies of Responsible Care,
marketing, accounting and finance. New models for calculating
ISO 9000, and other examples of industry self-regulation, King
teaching loads, promotion, and tenure were developed under his
and his colleagues are uncovering the potential effectiveness of
leadership, resulting in team teaching, experiential off-site
new forms of business governance. King’s research is influencing
courses, and required service learning and leadership training.
government and business policy. Its scholarship has won awards
from ATT, The Academy of Management, and the European
Hutton is co-founder of the Colorado Ethics in Business Awards,
Institute for Advanced Studies in Management.
a grass roots community model adopted by five other states to
celebrate and promote socially responsible business practice. He
Despite his research success, King feels his greatest success is
also serves on the board of several non-profit organizations.
his influence as a teacher and mentor. All over the world, his
students are now making a difference in academia, government, and industry.
WWW. B E YO N D G R E Y P IN STRI PES.ORG 25
Lifetime
Achievement
R. Edward Freeman
Elis and Signe Olsson Professor of Business Administration
Director, Olsson Center for Applied Ethics
THE DARDEN SCHOOL, UNIVERSITY OF VIRGINIA
Edward Freeman has revolutionized the thinking, teaching, and
practice of strategic management by finding new ways to
approach traditional challenges. His style and commitment have
influenced innumerable MBA and executive education students
as well as many management scholars.
Freeman’s pioneering conceptualization of stakeholder analysis
has become a staple of academic writing and decision-making
models. It also serves as the basis of a large consulting practice
with many Fortune 1000 companies. His latest book,
Environmentalism and the New Logic of Business (with J. Pierce and
R. H. Dodd), addresses ways in which companies can approach
environmental responsibility as a competitive and societal necessity. In his role as director of the Olsson Center for Applied
Ethics, Freeman joined the Center’s focus on applied ethics to
business strategy.
With his depth of impact, his breadth of knowledge, and his
generosity in sharing it with clients, colleagues, and students,
Edward Freeman embodies the ideal of “lifetime achievement”
in the field of social impact management.
26 B E YO N D G R E Y P I N ST R I P E S 2 0 0 1
Participating Schools
American Graduate School of International Management, Thunderbird, USA Arizona State University, College of Business, USA Ashridge
Management College, U.K. Asian Institute of Management, Philippines Boston University, School of Management, USA Boston College,
Carroll School of Management, USA Carnegie Mellon University, Graduate School of Industrial Administration, USA Case Western
Reserve University, Weatherhead School of Management, USA Chulalongkorn University, Sasin Graduate Institute of Business
Administration,Thailand Clark University, Graduate School of Management, USA Columbia University, Graduate School of Business, USA
Cornell University, Johnson Graduate School of Management, USA Dartmouth College, Tuck School of Business, USA Duke University,
Fuqua School of Business, USA Duquesne University, John F. Donahue Graduate School of Business, USA Emory University, Goizueta
Business School, USA Escuela de Administración de Negocios para Graduados (ESAN), Peru Florida Atlantic University, College of
Business, USA Florida State University, College of Business, USA Georgetown University, McDonough School of Business, USA
The George Washington University, School of Business and Public Management, USA Fundaçao Getulio Vargas, Escola de Administração
de Empresas de São Paulo, Brazil Harvard University, Harvard Business School, USA Hong Kong Polytechnic University, School of
Business and Information Systems, Hong Kong University of Huddersfield, Huddersfield Business School, U.K. Illinois Institute of
Technology, Stuart Graduate School of Business, USA International Institute for Management Development (IMD), Switzerland Instituto
Centro Americano de Adminstración de Empresas (INCAE), Costa Rica Indiana University Southeast, School of Business, USA Institut
Pengembangan Manajemen Indonesia (IPMI), Indonesian Institute for Management and Development, Indonesia INSEAD, France
Instituto de Empresa (IE), Management College, Spain Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM), Escuela
de Graduados en Administración de Empresas, Mexico Korea Advanced Institute of Science & Technology (KAIST), Graduate School of
Management, Korea London Business School, U.K. Louisiana State University—Shreveport, College of Business Administration, USA
Loyola Marymount University, College of Business Administration, USA Loyola University Chicago, School of Business Administration,
USA University of Manchester, Manchester Business School, U.K. Miami University, Richard T. Farmer School of Business Administration,
USA Michigan State University, The Eli Broad Graduate School of Management, USA New York University, Leonard N. Stern School of
Business, USA Northwestern University, J. L. Kellogg Graduate School of Management, USA The Ohio State University, Max M. Fisher
College of Business, USA The Pennsylvania State University, The Mary Jane and Frank P. Smeal College of Business Administration, USA
Pepperdine University, The George L. Graziado School of Business and Management, USA Rensselaer Polytechnic Institute, Lally School
of Management and Technology, USA Rutgers State University, School of Business, USA Seton Hall University, W. Paul Stillman School
of Business, USA Stanford University, Stanford Business School, USA Texas A&M University, Lowry Mays College and Graduate School
of Business, USA Tulane University, A. B. Freeman School of Business, USA Universidad Americana, Escuela de Posgrado, Paraguay
Universidad Externado, Administración de Empresas, Colombia Universidad Icesi, School of Business Administration, Colombia
University of California—Berkeley, Haas School of Business, USA University of California—Davis, Graduate School of Management, USA
University of California—Irvine, Graduate School of Management, USA University of California—Los Angeles,The Anderson School, USA
University of Colorado—Boulder, Graduate School of Business Administration, USA University of Detroit Mercy, College of Business
Administration, USA University of Jyväskylä, School of Business and Economics, Finland The University of Michigan—Ann Arbor,
University of Michigan Business School, USA University of Minnesota, Carlson School of Management, USA University of Nebraska—
Lincoln, College of Business Administration, USA University of New Mexico, Robert O. Anderson Schools of Management, USA
The University of North Carolina—Chapel Hill, Kenan-Flagler Business School, USA University of Notre Dame, Mendoza College of
Business, USA University of Oklahoma, Michael F. Price College of Business, USA University of Oregon, Charles H. Lundquist College of
Business, USA University of Pittsburgh, Katz Graduate School of Business, USA University of Pennsylvania, The Wharton School, USA
The University of Texas—Austin, Red McCombs School of Business, USA University of Vermont, School of Business Administration, USA
University of Virginia, Darden Graduate School of Business Administration, USA University of Wales—Swansea, European Business
Management School, U.K. University of Warwick, Warwick Business School, U.K. University of Western Ontario, Richard Ivey School of
Business, Canada Vanderbilt University, Owen Graduate School of Management, USA Wake Forest University, Babcock Graduate School
of Management, USA Yale University, Yale School of Management, USA York University, Schulich School of Business, Canada
WWW. B E YO N D G R E Y P IN STRI PES.ORG 27
Acknowledgments
Beyond Grey Pinstripes 2001 has many
Corporate Underwriting
authors, contributors and supporters whose
Alcoa Foundation
contributions made this report possible. We
American Express Foundation
offer very special thanks to our corporate and
AT&T Foundation
foundation sponsors who are helping build a
Citigroup, Inc.
dialogue on the broader set of skills needed in
Enron Corp.
the next generation of business leaders.We also
Fannie Mae Foundation
recognize the academic and business profes-
The Prudential Foundation
sionals who offered their time and insight as
advisors.We salute all the MBA programs that
Faculty Pioneer Judges and Reviewers
responded to the 2001 survey for their trail-
Patrick Atkins, Alcoa Inc.
blazing efforts and for their time completing
Ilene Fiszel-Bieler, Citigroup, Inc.
the survey. We especially celebrate the innova-
Glen Howard, Fannie Mae Foundation
tive faculty and administrators who champion
Kelly Kimberly, Enron Corporation
the development of environmental and social
Tim McClimon, AT&T Foundation
impact curriculum within their schools—you
Mary O’Malley, The Prudential Foundation
are opening important pathways for us all.
Sam Smolik, The Dow Chemical Company
Anne Rouse Sudduth, Deloitte & Touche
Research Advisory Panels
Gill Coleman, New Academy of Business, U.K.
Paul Bloom, University of North Carolina
Minette Drumwright, University of Texas
at Austin
John Ehrenfeld, Technical University of Delft
Jaan Elias
Gordon Enk, Partners for Strategic Change
Catherine Friedman, Massachusetts Institute
of Technology
Janice Goldman
Andrew Hoffman, Boston University
P. D. Jose, Indian Institute of Management
Sanford Jacoby, University of California,
Los Angeles
Credits
Barbara Lau
Editor
Joshua Margolis, Harvard University
Maureen Scully, Simmons College
Hyacinth Billings
Publication Manager
Linda Lehrer
Communications
Laura Lee Dooley
Internet Strategist/Webmaster
Barbieri and Green
Design Firm
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Suite 606
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